Train the Trainer Course book - Cochrane Public Health Group

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D) BLINDING The purpose of blinding the outcome assessors (who might also be the care providers) is to protect against detection bias. Q1 Was (were) the outcome assessor(s) blinded to the intervention or exposure status of participants? Assessors were described as blinded to which participants were in the YES control and intervention groups. Assessors were able to determine what group the participants were in. The data was self-reported and was collected by way of a survey, questionnaire or interview. It is not possible to determine if the assessors were blinded or not. NO Not Applicable Not Reported E) DATA COLLECTION METHODS Some sources from which data may be collected are: Self reported data includes data that is collected from participants in the study (eg. completing a questionnaire, survey, answering questions during an interview, etc.). Assessment/Screening includes objective data that is retrieved by the researchers. (eg. observations by investigators). Medical Records / Vital Statistics refers to the types of formal records used for the extraction of the data. Reliability and validity can be reported in the study or in a separate study. For example, some standard assessment tools have known reliability and validity. Q1 Q2 Were data collection tools shown or known to be valid for the outcome of interest? The tools are known or were shown to measure what they were intended YES to measure. There was no attempt to show that the tools measured what they were intended to measure. Were data collection tools shown or known to be reliable for the outcome of interest? The tools are known or were shown to be consistent and accurate in YES measuring the outcome of interest (eg., test-retest, Cronback’s alpha, interrater reliability). There was no attempt to show that the tools were consistent NO and accurate in measuring the outcome of interest. NO 86
F) WITHDRAWALS AND DROP-OUTS Q1 Indicate the percentage of participants completing the study. The percentage of participants that completed the study. % The study was directed at a group of people in a specific geographical Not Applicable area, city, province, broadcast audience, where the percentage of participants completing, withdrawing or dropping-out of the study is not known, eg. mass media intervention. The authors did not report on how many participants Not Reported completed, withdrew or dropped-out of the study. G) ANALYSIS If you have questions about analysis, contact your review group leader. Q1. The components of a recognized formula are present. There’s a citation for the formula used. Q2. The appropriate statistically significant difference between groups needs to be determined by the review group before the review begins. Q3. The review group leader needs to think about how much the study has violated the underlying assumptions of parametric analysis? Q5. Whether intention to treat or reasonably high response rate (may need to clarify within the review group). H) INTERVENTION INTEGRITY Q1 What percentage of participants received the allocated intervention or exposure of interest? The number of participants receiving the intended intervention is noted. For example, the authors may have reported that at least 80% of the participants received the complete intervention. describe describe Not Applicable Not Reported Not applicable Q2 Was the consistency of the intervention measured? The authors should describe a method of measuring if the intervention was provided to all participants the same way. describe Yes describe describe No Not reported Q3 Is it likely that subjects received an unintended intervention (contamination or cointervention) that may influence the results? 87
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TRAIN-THE-TRAINER HANDBOOOK Two-day
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Contents Introduction .............
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Additional reading: Textbooks: Oliv
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2) ONCE REGISTRATIONS HAVE BEEN REC
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OUTLINE OF TWO-DAY WORKSHOP 9:00am
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Unit One: Background to Systematic
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Reviews of clinical interventions v
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FACILITATOR’S GUIDE Time required
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Unit Two: International Systematic
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Unit Three: Resources Required Lear
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Formulate review question Establish
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Unit Four: Developing a Protocol Le
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Establish an Advisory Group whose m
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Unit Five: Asking an Answerable Que
Page 39 and 40: To investigate both the implementat
Page 41 and 42: Process evaluations: these studies
Page 43 and 44: REFERENCES 1. Oliver S. 1997. Explo
Page 45 and 46: FACILATOR’S GUIDE Time required:
Page 47 and 48: Unit Six: Finding The Evidence Lear
Page 49 and 50: CA38392 (NCI) Language English Entr
Page 51 and 52: Where to locate studies a) Electron
Page 53 and 54: ADDITIONAL READING Harden A, Peersm
Page 55 and 56: 45. "Diet-Fat-Restricted"/ all subh
Page 57 and 58: Brunton G, Harden A, Rees R, Kavana
Page 59 and 60: 1. Start with the primary concept,
Page 61 and 62: 5. Because adolescent has no narrow
Page 63: 12. Complete searches 8-12 and 13-2
Page 67 and 68: Unit Seven: Data Abstraction Learni
Page 69: FACILITATOR’S GUIDE Time required
Page 72 and 73: Introduction of bias into the condu
Page 74 and 75: population on gender, age, or educa
Page 76 and 77: 5) Data collection methods As highl
Page 78 and 79: These data provide important inform
Page 80 and 81: 11. Green J, Tones K. Towards a sec
Page 83 and 84: QUALITY ASSESSMENT TOOL FOR QUANTIT
Page 85 and 86: G) ANALYSIS (Q1) Is there a sample
Page 87 and 88: DICTIONARY for the Effective Public
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Page 93: C) CONFOUNDERS Strong Moderate Weak
Page 96 and 97: Emphasise that the criteria to appr
Page 98 and 99: Randomised controlled trial - criti
Page 100 and 101: calculation? Yes Partially No (Q2)
Page 102 and 103: Controlled before and after study -
Page 104 and 105: RATE THIS SECTION Strong Moderate W
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Page 108 and 109: Pope C, Mays N. Qualitative Researc
Page 110 and 111: Screening Questions 1 Was there a c
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Page 116 and 117: A Checklist for Evaluating Evidence
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Page 120 and 121: Where studies are more homogenous,
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Page 126 and 127: esulting from some community interv
Page 128 and 129: Reviewers should use the RE-AIM mod
Page 130 and 131: Economic efficiency Harms Economic
Page 132 and 133: 9. Swerrissen H, Crisp BR. The sust
Page 134 and 135: Exercise: Allow participants 20 min
Page 136 and 137: who had participated in their smoki
Page 138 and 139: Critical Appraisal Skills Programme
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2 points out of the possible 4 poin
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- search for non-English language s
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9. Were all important outcomes cons
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Train the Trainer Course book - Cochrane Public Health Group

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